2026/2027
Четыре роли в одной профессии: введение в сопровождение преподавания (исследователь, педагог, проектировщик, наставник)
Статус:
Маго-лего
Кто читает:
Департамент образовательных программ
Где читается:
Институт образования
Когда читается:
2, 3 модуль
Охват аудитории:
для всех кампусов НИУ ВШЭ
Язык:
английский
Кредиты:
6
Контактные часы:
40
Course Syllabus
Abstract
This course serves as an introduction to the role of a mentoring and teaching development professional in higher education. In the form of professional practicums, students will acquire skills in lesson observation, supportive feedback delivery, selection of educational technologies, and the use of academic research in practice.
Learning Objectives
- The overall aim of the course is to provide students with a coherent introductory understanding of educational development in higher education and to enable them to perform a set of foundational professional actions associated with the role: diagnosing a pedagogical challenge, observing teaching, analysing observational evidence, providing developmental feedback, selecting pedagogical and digital tools for a specific educational purpose, considering cultural and institutional context, using educational research to support recommendations, and designing a realistic faculty-support intervention.
Expected Learning Outcomes
- Explain the purpose and main functions of educational development in higher education and identify their own strengths, development needs and professional interests in relation to the roles of researcher, teacher, instructional designer and mentor.
- Explain the developmental rather than evaluative purpose of classroom observation.
- Diagnose pedagogical problems and design appropriate educational responses by distinguishing symptoms from underlying problems
- Analyse teaching and faculty-development situations with attention to instructor well-being, cultural, disciplinary and institutional context, and propose inclusive and manageable adaptations without reducing individual or cultural differences to stereotypes.
- Locate, interpret and critically apply educational research to a specific teaching challenge, and design and defend an evidence-informed faculty-support intervention
Course Contents
- MODULE 1. WHO IS AN EDUCATIONAL DEVELOPER
- MODULE 2. CLASSROOM OBSERVATION AND FEEDBACK
- MODULE 3. FROM CONCERNS TO DESIGN AND TECHNOLOGY
- MODULE 4. WELL-BEING, CULTURE AND INCLUSION
- MODULE 5. EVIDENCE-INFORMED EDUCATIONAL DEVELOPMENT
Assessment Elements
- Assignment 1. Peer Classroom Observation and Developmental Feedback
- Assignment 2: From a Teaching Problem to an Instructional Design Solution
- Assignment 3. Evidence-Informed Faculty Development Mini-Case
Interim Assessment
- 2026/2027 3rd module0.3 * Assignment 2: From a Teaching Problem to an Instructional Design Solution + 0.2 * Assignment 1. Peer Classroom Observation and Developmental Feedback + 0.15 * Assignment 3. Evidence-Informed Faculty Development Mini-Case
Bibliography
Recommended Core Bibliography
- Accommodating diversity : ideas and institutional practices, , 2011
- Being a teacher in higher education, Knight, P. T., 2002
- Developing educational leaders : a working model: the learning community in action, Norris, C. J., 2002
- Feedback in higher and professional education : understanding it and doing it well, , 2013
- The lighter side of technology in education, Bacall, A., 2003
Recommended Additional Bibliography
- A teacher's guide to educational assessment, Lamprianou, I., 2009
- Academic and educational development : research, evaluation, changing practice in higher education, Macdonald R., Wisdom J., 2002
- Challenging multiculturalism : European models of diversity, , 2013
- Effective school interventions : evidence-based strategies for improving student outcomes, Rathvon, N., 2008